|Hanushek, Eric A.; Wößmann, Ludger (2012): Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. In: Journal of Economic Growth, Vol. 17, No. 4: pp. 267-321|
This is the latest version of this item.
We develop a new metric for the distribution of educational achievement across countries that can further track the cognitive skill distribution within countries and over time. Cross-country growth regressions generate a close relationship between educational achievement and GDP growth that is remarkably stable across extensive sensitivity analyses of specification, time period, and country samples. In a series of now-common microeconometric approaches for addressing causality, we narrow the range of plausible interpretations of this strong cognitive skills-growth relationship. These alternative estimation approaches, including instrumental variables, difference-in-differences among immigrants on the U. S. labor market, and longitudinal analysis of changes in cognitive skills and in growth rates, leave the stylized fact of a strong impact of cognitive skills unchanged. Moreover, the results indicate that school policy can be an important instrument to spur growth. The shares of basic literates and high performers have independent relationships with growth, the latter being larger in poorer countries.
Economics > Chairs > CESifo-Professorship for Empirical Innovation Economics
|Subjects:||300 Social sciences > 330 Economics|
|Deposited On:||15. Apr 2014 08:59|
|Last Modified:||29. Apr 2016 09:17|
Available Versions of this Item
Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. (deposited 15. Apr 2014 08:59)
- Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. (deposited 15. Apr 2014 08:59) [Currently Displayed]